Game



Feb. 12, 1929. 1,701,931

M. HURRY GAME Filed April 2, 1928 a L was WHA T RYE POTATO 6 TA T5 671% wsue/v? ERR/5 5% Patented Feb. 12, 1929.

NlTED STATES when PArN'r orries.

MAR-Y MURRY, OF ST. LOUIS, MISSOURI.

GAME.

Original application filed September 19, 1927. Seriai No. 220,365. Divided and this application-filed April 2, 1928. Serial No. 266,516.

This is a divisional application divided out of applicants patent application for games filed September 19, 1927, Serial No. 220,365. The object of my invention is to devise a game, particularly of an educational character; one that may be readily and advantageously played in a school room, one that will teach, recall, or impress such informa tion as the crops of variousStates and countries, as the similarity of certain crops in diiierent States and the dis-similarity in others, on the mind, similarity of rivers, lakes, mountains, etc., that are found or pass through different States or countries. The game is illustrated in the drawing as used principally in teaching minors geography. A further object is to make an educational game that may be easily and cheaply made of few and simple parts that lend themselves readily to multiple production.

With these and other objects in view, my invention has relation to certain novel tea tures of construction and arrangement of parts as will be hereinafter more fully described, pointed out in the claim and illustrated in the drawing, in which,

Fi 1 is a front elevation of a type of card used in the game. I

Fig. 2 is a second type of card that is used in the game.

Fig. 3 is a card that may be used when my game is played acertain way. The cards are made of cardboard, aluminunnor other light and rigid material. The cards .aredivided longitudinally into three equal spaces, each card having the outline of a State in the central division and having a crop of the,

State printed in each of the lateral subdivisions, for example in- Fig. 1 a card is shown having an outline of the State of Illinois in the central division and corn in the left hand lateral sub-divisi on and wheat in the right hand sub-divisi on; in Fig. 2 a card is shown having the outline of the State of Iowa in. the central sub-division and corn in the left lateral subdivision and cats in the right hand lateral subdivision. The picture of the crop as well as its name is illustrated. The name of the State printed in its outline. 7 v

Figure 3 designates a structure used in a modified form of play. The student having Michigan does not come forward immediately, because he is not sufliciently advised as to all the leading crops of that State. It

is to increase this knowledge that the game is played. I I

It will be observed that in the illustration indicated in Fig. l and Fig. 2, corn appears on both because it is one of the principal crops 011 the rail immediately adjacent the card on the rail so that the corresponding crops illustrated will be juxtaposed, that is, if

the card illustrated in Fig. 1 were placed on the rail by the first student, the student holding the card illustrated in Fig. 2 would place his card 011 the rail so that the corn illustrations would be positioned side by side. In the illustration supposed, it will be seen that it will be necessary to place the card illustrated in Fig. 2 upside down. This may be avoided by placing the like products on opposite sides of the cards, that is, inv Fig. 2 corn may be placed in the space occupied by the oats illustration and the oats may be placed in the space occupied by the corn illustration. ,The second pupil as well. as the first and theremaining students in the class will now be impressed with the fact that corn is the leading product in both Iowa and Illinois. The effect of performing these operations greatly impresses these facts on the student. He learns more rapidly than if hesimply read the facts from abook and experience shows that the information is re tained a'great deal longer. The process continues until no more matching of products seems possible. The matching is done from both sides of the initial card and from both ends oi the line of cards. If there are cards remaining in the hands of students, the operation is repeated on another rail or point of vantage, or on the same rail by leaving a space between each end of the original line of cards.

In order to show, for example, six products of Wisconsin, make three cards like those illustrated in Fig. 1, having the configuration 1 trative arrangements, for example, the cards 7 may be laid vertically and again divlded into figuration in the central division and; a prod-J of the State of Wisconsin in the" central divi} sion. On the first card place rye on one side of the State map and'barley on the other; on the second, oats on one side, andpotatoes on I the other; and on the third timber and iron. Then niake three additionalcards after the. manner previously indicated.

I The cards may be made with different illusthree equal sub-divisions with the State conuct designation in the upper and lower spaces. Another arrangement may be made with triangular cardsdivided into a similar cen tral triangle and surrounded by three triangles, eachhaving'one edge'oi' the card for one of its sides. In this illustration the State configuration is placed in the-central triangle and product designations and configurations are placed, in the surrounding triangles.

Another design of cardinaybe a rectangularcard divided intothree vertical central divisions and two lateral end divisions. The name' o f the State and its configuration is placed in the middle central division and 7 names of the productsfof the State together 7 with their configurations are placed in the I remaining sub-divisions;

Another arrangement may be a card hav 'ing g-fiye squares formed thereon, which squares form across, thename of the State and its configuration being in the'ce ntral squareand the names of the products and their configurations being in the remaining squares In'the triangle card and in the cards-on which four products are shown, the names of the products may be enlarged as in thei orms previously designated. The idea may be similarly carried out with any poly enal shaped card.

Asa modification'of the play of the game, each student may be given an indiyidual set i ,of'cards for use at-his desk. In time case he does the matching on his desk by-placing the first card at randomand then matching the cardsias was previously described.

The idea may-be similarly carried'out by making a card, for example, as shown in Fig. 1 but have the configuration of one product I positioned in the central subdivision and the in the lateral sub-divisions. cards matchthe States rather than the pro dnames'of States in which this is the princi ml product indicated by name and configuration In play, these not of the States.

As a further modification, Fig. 3 designates a large cardboard which is placed before the class. The card is slitted-asshown by the double lines and the name ofa product is placed adjacent each slit. in the center of the card are placed the-words lVhat State 2. In playing the game the i student uses the cards illustrated in Figs. 1 and 2 in connection with th'e'card shown in Fig. 3. The pictures on the cards shown in Figs. land 2' are -made toyniatc-h the names found on the card board shown in F The large cardboard is exhlblted so that it is Visible to all students who are'to play the game and each student is provided with'cards the typeshown in Fig. 1 and Fig. 2; One studentupon the examination ofhis card sees the word Rye on the large card and on hls own card he sees a map ofNorth Dakota with a picture of rye on one side of the map. This student then comes forward and slips his card intotheslitin the cardboard ilhistratedinFig. 3 that'has the legend Rye nearest it. Other students having North Dakota cards come forward to help the first student, but-soon'decide that North Dakota does not lead in some of the products indicated on the cardboard shown inFig. 3. The class continues to experiment in this way'until the correct State is found that is to say, a State that has as leading prod-'- ucts those indicated in thecardboa'rd shown in Fig.3. When the proper set of cards been finally fitted into the cardboard illustrated in Fig.3, thestudent will discover that Michigan is the name of the required State.

This same theoryinay be carried out for cities and their manufactured products.

VVhatI claiin and mean to secure by Letters Patentis i i J A game cardfhaving the legend TWh-at' State indicated thereon and products of the State indicatedthereon, the card being slitted adjacent each product designation to admit the insertion of another card.

In testimony whereof I affix my signature. 7

i MARY MURRY. 

